communication sciences and disorders education trend data

1

Communication Sciences and Disorders Education

Trend Data

2

Table of Contents Undergraduate Programs .............................................................................................................................................. 4

Total Enrollment .......................................................................................................................................................... 4

Minority Student Enrollment ...................................................................................................................................... 5

Male Student Enrollment ............................................................................................................................................ 5

Degrees Granted ......................................................................................................................................................... 6

Audiology Clinical Doctorate Entry-Level Programs .................................................................................................. 7

Median Capacity for Admissions .............................................................................................................................. 7

Percent of Applicants Approved for Admission ...................................................................................................... 8

Percent Filled Capacity (First Year Enrollment Divided by Capacity) ................................................................... 8

Total Enrollment .......................................................................................................................................................... 9

Minority Student Enrollment ...................................................................................................................................... 9

Male Student Enrollment .......................................................................................................................................... 10

Degrees Granted ....................................................................................................................................................... 10

Speech-Language Pathology Master’s Programs ..................................................................................................... 11

Median Capacity for Admissions ............................................................................................................................ 11

Percent of Applicants Approved for Admission .................................................................................................... 12

Percent Filled Capacity (First Year Enrollment Divided by Capacity) ................................................................. 12

Total Enrollment ........................................................................................................................................................ 13

Minority Student Enrollment .................................................................................................................................... 13


Degrees Granted ....................................................................................................................................................... 14

Speech-Language Pathology Clinical Doctorate Post Entry-Level Programs ....................................................... 15

Number of Programs ................................................................................................................................................ 15







Degrees Granted ....................................................................................................................................................... 19

Number of ASHA Members with a Clinical Doctorate in Speech-Language Pathology .................................... 19

Research Doctorate Programs .................................................................................................................................... 20



3

First Year Enrollment ................................................................................................................................................ 21





Degrees Granted ....................................................................................................................................................... 24

Attrition Rate ............................................................................................................................................................. 24

First Employment for Research Doctoral Graduates ............................................................................................ 25

Number of ASHA Members Who Hold a Research Doctorate .............................................................................. 26

Program Faculty ........................................................................................................................................................... 27

Total Number of Academic and Clinical Faculty ................................................................................................... 27

Number of Full- and Part-Time Faculty ................................................................................................................... 28

Number of Faculty with Research Doctoral Degrees ............................................................................................ 28

Number of Full Time Faculty Openings .................................................................................................................. 29

Percent of Faculty Searches Filled ......................................................................................................................... 29

4

Undergraduate Programs 2010–2011 to 2019–2020

Total Enrollment Total enrollment in undergraduate communication sciences and disorders (CSD) programs increased from 34,620 in 2010-2011 to 44,527 in 2012-2013, then mostly decreased between 2012-2013 and 2017-2018. Total enrollment increased to 41,411 in the most recent academic year (2019-2020), averaging 40,506 over the 10-year period.

Data have been extrapolated to 100% of existing programs.

34,620

40,851

44,527 42,055

40,587 40,249 41,047 38,760

40,952 41,411

-

10,000

20,000

30,000

40,000

50,000

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

5

Minority Student Enrollment The percentage of racial/ethnic minority students enrolled in undergraduate CSD programs remained

relatively stable between the 2011–2012 and 2013–2014 academic years, increasing to 31.5% in the most

recent academic year (2019-2020). The percentage of racial/ethnic minority students enrolled in

undergraduate CSD programs averaged 24.5% over the 9-year period.

Male Student Enrollment The percentage of males enrolled in undergraduate CSD programs averaged 5.1% between 2010–2011

and 2019–2020, ranging from 4.6% in 2016-2017 to 6.2% in 2012-2013.

5.3 4.76.2 4.9 4.7 5.1 4.6 4.7 5.2 6.0

0

5

10

15

20

25

30

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

Data reflect absolute numbers as reported by programs and have not been extrapolated to 100% of existing programs.

20.7 19.7 20.6

24.5 23.6 22.7

28.129.5

31.5

0

5

10

15

20

25

30

35

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


6

Degrees Granted The number of undergraduate degrees granted mostly increased from 9,932 in 2010–2011 to 11,964 in

2016–2017, slightly decreased to 11,189 in 2017-2018, then increased to 11,670 in the most recent

academic year (2019-2020). The number of undergraduate degrees granted averaged 11,142 between

2010–2011 and 2019–2020.

The data in this report were gathered through the annual Communication Sciences and Disorders (CSD) Education

Survey. The number of institutions responding to the survey varies from year to year. For more information on the

CSD Education Survey National Aggregate Data Tables, visit http://www.asha.org/Academic/HES/CSD-Education-

Survey-Data-Reports/, or contact [email protected].

9,93210,937 10,921 11,101 11,057 11,038

11,96411,189 11,606 11,670

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


http://www.asha.org/Academic/HES/CSD-Education-Survey-Data-Reports/


mailto:[email protected]

7

Audiology Clinical Doctorate Entry-

Level Programs 2008–2009 to 2019–2020

Beginning in 2007, the AuD became the entry-level degree for the clinical practice of audiology.

Median Capacity for Admissions The median capacity for admissions refers to the midpoint in the distribution of the number of students that

programs can accommodate. The median student capacity for admissions for audiology clinical doctorate

entry-level programs remained between 10 and 12 between 2008–2009 and 2019–2020, ranging from 0 to

27 in the most recent academic year (2019–2020). Median values are presented because they are more

stable than means (averages) and are less sensitive to extreme values.

12 1210 10 10 10 10 11 12 12 12 12

0

5

10

15

20

25

30

35

40


8

Percent of Applicants Approved for Admission The percent of applicants approved for admission for audiology clinical doctorate entry-level programs

averaged 34.2% between 2010–2011 and 2019–2020, ranging from 27.4% in 2012-2013 to 42.5% in the

most recent academic year (2019–2020).

Percent Filled Capacity (First Year Enrollment Divided by Capacity) First year enrollment divided by student capacity for audiology clinical doctorate entry-level programs

averaged 91.4% between 2008–2009 and 2019–2020, ranging from 81.5% in 2008-2009 to 98.4% in 2014-

2015.

81.596.9 88.5 91.8 95.3 96.9 98.4 90.7 92.6 88.3 88.7 87.7

0

20

40

60

80

100


38.2 35.827.4 29.6

33.2 35.4 32.0 29.838.3

42.5

0

20

40

60

80

100

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


9

Total Enrollment Total enrollment for audiology clinical doctorate entry-level programs was 3,121 in the 2019–2020

academic year, a 23.8% increase over 2010–2011. Total enrollment decreased from 2,520 in 2010-2011 to

2,480 in 2011-2012, then mostly increased between 2011-2012 and 2019-2020.

Minority Student Enrollment The percentage of racial/ethnic minority students enrolled in audiology clinical doctorate entry-level

programs averaged 12.5% between 2010-2011 and 2019-2020, ranging from 9.8% in 2014-2015 to 18.6%

in the most recent academic year (2019-2020).

2,520 2,4802,579

2,797

2,911 2,899

3,0053,054

3,158 3,121

2,000

2,200

2,400

2,600

2,800

3,000

3,200

3,400

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


10.3 10.711.7

10.1 9.811.1

13.8 13.315.4

18.6

0

5

10

15

20

25

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


10

Male Student Enrollment The percentage of males enrolled in audiology clinical doctorate entry-level programs has averaged 13.5%

between 2010–2011 and 2019–2020.The percentage of males increased from 13.9% in 2010-2011 to

15.7% in 2012-2013, then gradually decreased to 10.0% in 2019–2020.

Degrees Granted The number of audiology clinical doctorate entry-level degrees granted increased from 502 in 2008–2009

to 768 in 2019–2020, a 53.0% increase, and averaged 649 over the 12-year period.





502587 585

538610 617 649

726 738 712761 768

0

200

400

600

800

1,000

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

2019-2020


13.9 15.1 15.7 15.3 14.913.1 12.6 12.3 12.1

10.0

0

5

10

15

20

25

30

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020





11

Speech-Language Pathology

Master’s Programs 2008–2009 to 2019–2020


programs can accommodate. The median student capacity for admissions for speech-language pathology

master’s programs remained between 26 and 32 for the time period from 2008–2009 to 2019–2020,

ranging from 0 to 363 in the most recent academic year (2019–2020). Median values are presented

because they are more stable than means (averages) and are less sensitive to extreme values.

31 31

26 2628 28 28

30 30 30 31 32

0

5

10

15

20

25

30

35

40

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


12

Percent of Applicants Approved for Admission The percent of applicants approved for admission for speech-language pathology master’s programs

averaged 23.1% between 2010–2011 and 2019–2020, ranging from 15.7% in 2012-2013 to 39.0% in the

most recent academic year (2019–2020).

Percent Filled Capacity (First Year Enrollment Divided by Capacity) First year enrollment divided by student capacity for speech-language pathology master’s programs

remained close to, and twice exceeded, 100.0% between 2008–2009 and 2019-2020, averaging 98.1 over

the 12-year period.

94.8109.7

99.9 97.4 98.7 101.6 99.5 98.0 97.3 92.7 94.3 92.7

0

20

40

60

80

100

120

2008-20092009-20102010-20112011-20122012-20132013-20142014-20152015-20162016-20172017-20182018-20192019-2020


20.4 21.715.7 17.2 18.6 18.9 20.4 24.0

34.639.0

0

20

40

60

80

100

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


13

Total Enrollment Total enrollment for speech-language pathology master’s programs steadily increased between 2010-2011

and 2019–2020, reaching 21,617 in the 2019–2020 academic year, a 42.7% increase over 2010–2011.

Minority Student Enrollment The percentage of racial/ethnic minority students enrolled in speech-language pathology master’s

programs mostly trended upward between the 2010–2011 and 2019–2020 academic years, from 13.6% in

2010-2011 to 23.3% in the most recent academic year (2019–2020).

15,150 15,73017,099 17,853 17,887 18,358 18,988 19,719 20,420

21,617

0

5,000

10,000

15,000

20,000

25,000

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


13.6 14.315.8 15.8

17.1 16.6 17.619.1

21.323.3

0

5

10

15

20

25

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


14

Male Student Enrollment The percentage of males enrolled in speech-language pathology master’s programs averaged 4.5%

between 2010–2011 and 2019–2020, ranging from 3.8% in 2018-2019 to 5.0% in 2013-2014.

Degrees Granted The number of speech-language pathology master’s degrees granted steadily increased from 6,441 in

2008–2009 to 9,044 in 2019–2020, a 40.4% increase.

The data in this report were gathered through the annual Communication Sciences and Disorders (CSD) Education Survey. The number of institutions responding to the survey varies from year to year. For more information on the CSD Education Survey National Aggregate Data Tables, visit http://www.asha.org/ Academic/HES/CSD-Education-Survey-Data-Reports/, or contact [email protected].

4.3 4.7 4.5 5.0 4.7 4.3 4.9 4.6 3.8 4.2

0

5

10

15

20

25

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


6,441 6,751 7,000 7,104 7,549 7,743 8,060 8,156 8,473 8,531 8,949 9,044

0

2,000

4,000

6,000

8,000

10,000


http://www.asha.org/%20Academic/HES/CSD-Education-Survey-Data-Reports



15

Speech-Language Pathology Clinical

Doctorate Post Entry-Level

Programs 2010–2011 to 2019–2020

Number of Programs The number of speech-language pathology clinical doctorate post entry-level programs increased from two

in 2010-2011 to eight in the last four academic years (2016-2017 to 2019-2020).

2

3

2

4

5

6

8 8 8 8

0

2

4

6

8

10

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


16


programs can accommodate. The median student capacity for admissions for speech-language pathology

clinical doctorate post entry-level programs decreased from a four-year plateau of 15 to 8 in 2015–2016,

then increased to 10 in the last four academic years (2016-2017 to 2019-2020). The median student

capacity for admissions for speech-language pathology clinical doctorate post entry-level programs was 10

in 2019-2020, ranging from 0 to 45 across programs. Median values are presented because they are more

stable than means (averages) and are less sensitive to extreme values.

Percent of Applicants Approved for Admission

The percent of applicants approved for admission for speech-language pathology clinical doctorate post

entry-level programs averaged 75.7% between 2010–2011 and 2019–2020, ranging from 50.0% in 2017-

2018 to 106.5% in 2014-2015.Note that the number approved for admission has ranged from 12 in 2011-

2012 and 2012-2013 to 116 in 2018-2019.

11

15 15 15 15

810 10 10 10

0

5

10

15

20

25

30

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


104.8

85.7

70.680.4

106.5

77.6

59.650.0

57.764.0

0

20

40

60

80

100

120

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


17

Percent Filled Capacity (First Year Enrollment Divided by Capacity) First year enrollment divided by student capacity for speech-language pathology clinical doctorate post

entry-level programs averaged 78.6% between 2010–2011 and 2019–2020 and ranged from 40.0% in

2011-2012 to 103.4% in 2017-2018.

Total Enrollment Total enrollment for speech-language pathology clinical doctorate post entry-level programs grew

significantly (1,196%) between 2010-2011 and 2019-2020. Total enrollment increased from 23 in 2010-

2011 to 301 in 2018-2019 and was 298 in 2019-2020.

73.9

40.0

60.0

81.0

102.7

80.969.3

103.4

87.9 86.9

0

20

40

60

80

100

120

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


2356 53

73107

133

223

282301 298

0

50

100

150

200

250

300

350

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


18

Minority Student Enrollment The percentage of racial/ethnic minority students enrolled in speech-language pathology clinical doctorate

post entry-level programs averaged 39.7% between 2010-2011 and 2019-2020, remaining relatively steady

in the last five academic years (2015-2016 to 2019-2020).

Male Student Enrollment The percentage of males enrolled in speech-language pathology clinical doctorate post entry-level

programs ranged from 25.0% in 2012-2013 to 2.1% in 2014-2015. The higher percentages in the earlier

academic years may be due to the paucity of gender data reported (e.g., available for 16.1% of students in

2011-2012 compared to 75.0% of students in 2019-2020). The percentage of males enrolled in speech-

language pathology clinical doctorate post entry-level programs in the last six academic years (2014-2015

to 2019-2020) has averaged 4.3%.

17.4

22.2 25.0

7.1

2.1 2.4

5.64.4

6.84.2

0

5

10

15

20

25

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


43.5

55.6

25.0

42.948.9

38.634.4 34.6 35.4 37.9

0

10

20

30

40

50

60

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


19

Degrees Granted The number of speech-language pathology clinical doctorate post entry-level degrees granted fluctuated

from 7 to 5 between 2010-2011 and 2014-2015, then significantly increased between 2014-2015 and 2019-

2020. Seventy-eight speech-language pathology clinical doctorate post entry-level degrees were granted in

the most recent academic year (2019-2020). The overall increase in the number of degrees granted may

be a reflection of the growth in the number of speech-language pathology clinical doctorate post entry-level

programs (i.e., from 2 to 8 in the 10-year period).

Number of ASHA Members with a Clinical Doctorate in Speech-

Language Pathology Based on ASHA’s year-end counts, the number of ASHA members and affiliates who hold a clinical

doctorate in speech-language pathology increased from 43 in 2010 to 385 in 2020. Note that these data

include expected degrees, as well as those already conferred.

Data in the above graph are based on ASHA’s official membership and affiliation counts.





7 9 8 10 5

2431

51

8978

0102030405060708090

100

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


43 5195 97

127 146 142185

223

311

385

0

50

100

150

200

250

300

350

400

450

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

https://www.asha.org/research/memberdata/




20

Research Doctorate Programs 2008–2009 to 2019–2020

Median Capacity for Admissions Data on student capacity in communication sciences and disorders (CSD) research doctorate programs was first collected in the 2010–2011 academic year. The median capacity for admissions refers to the midpoint in the distribution of the number of students that programs can accommodate. The median student capacity for research doctorate programs was flat between the 2010-2011 and 2017-2018 academic years. The median student capacity for admissions for research doctorate programs was 4, with a range of 0-21 in the most recent academic year (2019–2020). Median values are presented because they are more stable than means (averages) and are less sensitive to extreme values.

3 3 3 3 3 3 3 3

4 4

0

2

4

6

8

10

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


21

Percent of Applicants Approved for Admission The percent of applicants approved for admission for CSD research doctoral programs averaged 37.9%

between 2010–2011 and 2019–2020. In the most recent academic year (2019–2020), the percent of

applicants offered admission was 41.8%.

First Year Enrollment First year enrollment for CSD research doctoral programs was 194 in 2019-2020. It has fluctuated from year to year, ranging from 155 in 2013-2014 to 204 in 2017-2018, and averaging 184 over the 10-year period.

195169

188

155182 173 174

204 201 194

0

50

100

150

200

250

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

Data have been extrapolated to 100% of existing programs stratified by the size of the program in terms of total enrollment.

35.3 33.629.2

38.042.8

37.5 40.9 40.2 39.9 41.8

0

20

40

60

80

100

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


22

Percent Filled Capacity (First Year Enrollment Divided by Capacity) First year enrollment divided by student capacity for CSD research doctoral programs ranged from 30.6% in 2009–2010 to 61.6% in 2014–2015; averaging 44.1% over the 12-year period. The first year enrollments over student capacity for research doctoral programs in 2019–2020 was 51.1%.

The drop from 61.6% in 2014-2015 to 38.5% in 2015-2016 and 36.1% in 2016-2017 is because CSD research doctoral programs reported higher capacity for 2015-2016 and 2016-2017, which caused the percent filled capacity to be lower. The total sum of capacity for all CSD research doctoral programs that responded was 237 in 2014-2015, 379 in 2015-2016, and 360 in 2016-2017.

Total Enrollment Total enrollment in CSD research doctoral programs for the time period from 2010–2011 to 2019–2020

shows some fluctuation from year to year, ranging from 870 in 2011-2012 to 977 in 2012-2013. Total

enrollment was 912 in the most recent academic year, averaging 917 over the 10-year period.

33.6 30.6

45.4 42.754.6

45.4

61.6

38.5 36.145.1 44.8

51.1

0

20

40

60

80

100

2008-20092009-20102010-20112011-20122012-20132013-20142014-20152015-20162016-20172017-20182018-20192019-2020

Data reflect absolute numbers as reported by programs and have not been extrapolated to 100% of existing programs. Only data from programs who reported both first enrollment and student capacity are included in the analysis.

897870

977

882

949912 926

896949

912

600

700

800

900

1,000

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


23

Minority Student Enrollment The percentage of racial/ethnic minority students enrolled in CSD research doctoral programs increased

41.8% between 2010–2011 and 2019–2020, ranging from 11.9% in 2013-2014 to 17.8% in 2017-2018.

Male Student Enrollment The percentage of males enrolled in CSD research doctoral programs averaged 20.5% between 2010–

2011 and 2019–2020, ranging from 16.8% in 2011-2012 to 22.3% in 2018-2019.

20.016.8

19.6 20.2 20.9 21.2 21.6 20.9 22.3 21.7

0

5

10

15

20

25

30

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


12.213.7 14.0

11.9 12.314.0 13.7

17.8 17.3 17.3

0

5

10

15

20

25

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


24

Degrees Granted The number of research doctoral degrees granted averaged 150 between 2008-2009 and 2019-2020,

ranging from 118 in 2010-2011 to 201 in 2013-2014. A total of 153 research doctoral degrees were granted

in 2019-2020.

Attrition Rate Attrition rates were calculated by adding the total number of research doctoral students enrolled to the

number of dropouts, then dividing the number of dropouts by the total enrollment and dropout sum. For

example, 857 research doctoral students were enrolled in 2019-2020 and programs reported that 22

students officially dropped out of the degree program, leaving academic coursework, comprehensive

exams, and/or dissertation requirements unfulfilled. The sum of the 857 students enrolled and the 22

dropouts was 879; 22 divided by 879 equals 2.5%.

4.1 4.03.5

3.0 3.12.4

4.03.3

2.12.5

0

2

4

6

8

10

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020


125 130118

131154

201

162 170 160 149 142 153

0

50

100

150

200

2008-20092009-20102010-20112011-20122012-20132013-20142014-20152015-20162016-20172017-20182018-20192019-2020


25

First Employment for Research Doctoral Graduates The percentage of research doctoral graduates pursuing a faculty or academic position as their first

employment was 33.3% in 2019–2020, averaging 40.4% between 2010–2011 and 2019–2020. Those

taking a research position decreased from 16.7% in 2017–2018 to 12.9% in 2019–2020. About one fifth

(20.5%) of 2019–2020 research doctoral graduates held a postdoctoral position. Note that the CSD

Education Survey did not include the “postdoctoral position” and “postponed employment” response

options in 2011–2012. These categories were included in subsequent surveys to monitor trends in these

areas.


7.03.3 4.3 1.9 4.4 2.8 3.9 1.7

7.310.6

3.12.6

1.9

3.82.8

5.95.8

1.6

3.8

20.9

12.8

27.8 21.320.7

21.121.7

30.6 20.5

10.1

21.7

7.7

21.7

6.9 14.48.6

16.7

10.5

12.93.9

5.0 1.7

1.4

1.9

2.8 3.9

2.5

0.8 3.87.0

11.7 16.2

9.9

9.4

13.18.6

9.2 6.511.4

7.0

8.3 5.1

3.8

5.0

5.5

4.6

5.8 4.0

3.8

41.144.2

49.6

31.6

47.6

37.943.4

36.7 38.733.3

2010-20112011-20122012-20132013-20142014-20152015-20162016-20172017-20182018-20192019-2020

Faculty/academicposition

Clinical position inacademic setting

Clinical position innon-academicsetting

Administrativeposition

Research position

Postdoctoral position

Postponedemployment

Unknown

26

Number of ASHA Members Who Hold a Research Doctorate Based on ASHA’s year-end counts, the number of ASHA members and affiliates who hold a research

doctorate (i.e., PhD) increased 6.0% between 2010 and 2020. In 2020, 4,941 individuals held a research

doctorate, about the same as in 2018. Note that these data include expected degrees, as well as those

already conferred.

Data in the above graph are based on ASHA’s official membership and affiliation counts.

The data in this report were gathered through the annual CSD Education Survey. The number of institutions

responding to the survey varies from year to year. For more information on the CSD Education Survey National

Aggregate Data Tables, visit http://www.asha.org/Academic/HES/CSD-Education-Survey-Data-Reports/, or contact

[email protected].

4,662 4,658 4,627 4,635 4,643 4,702 4,716 4,871 4,842 4,959 4,941

0

1,000

2,000

3,000

4,000

5,000

6,000

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

https://www.asha.org/research/memberdata/



27

Program Faculty 2011–2012 to 2019–2020

Total Number of Academic and Clinical Faculty The total number of faculty in communication sciences and disorders (CSD) programs increased from 4,394 in 2011–2012 to 5,930 in 2019–2020. Note that these data reflect 84.0% of programs reporting in 2011–2012 and 91.2% reporting in 2019–2020, which may account for some of the differences in numbers. The proportion of academic faculty to clinical faculty remained about the same over the nine years. Of the total, 59.9% were academic faculty in 2011–2012, and 58.6% were academic faculty in 2019–2020.

2,631 2,867 2,931 3,167 3,066 2,925 3,154 3,316 3,476

1,7631,930 1,932

1,929 2,122 2,2282,210

2,3722,454

0

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2,000

3,000

4,000

5,000

6,000

7,000

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

Academic Faculty Clinical Faculty

28

Number of Full- and Part-Time Faculty Full-time faculty comprised about two-thirds of all faculty employed in CSD education programs in 2019-2020. The proportion of full-time faculty to part-time faculty remained about the same over the nine-year academic period (2011-2012 to 2019-2020). Of the total, 62.9% were full-time faculty in 2011–2012, and 60.6% were full-time faculty in 2019-2020.

Number of Faculty with Research Doctoral Degrees The number of faculty with research doctoral degrees increased from 1,748 in 2011–2012 to 2,290 in 2019–2020.Note that these data reflect 84.0% of programs reporting in 2011–2012 and 91.2% reporting in 2019–2020, which may account for some of the differences in numbers. Of the 2,290 faculty with research doctoral degrees, 1,244 were in speech-language pathology, 321 in audiology, 235 in speech/ language science, 119 in hearing science, and 371 in another area of study.

1,630 1,855 1,831 1,929 1,958 1,844 1,958 2,184 2,337

2,7642,942 3,121 3,167 3,255 3,309 3,406 3,511 3,600

0

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3,000

4,000

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2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

Part-time Full-time

1,748 1,909 2,028 2,066 2,094 2,055 2,0642,279 2,290

0

500

1,000

1,500

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2,500

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

29

Number of Full Time Faculty Openings The total number of full time faculty openings averaged 266 between 2011-2012 and 2019-2020. Of the 282 full time faculty openings in 2019-2020, 34 were in audiology, 191 in speech-language pathology, 8 in hearing sciences, 30 in speech/ language sciences, and 19 in no specific area of study.

Percent of Faculty Searches Filled The percent of faculty positions filled averaged 73% over the last eight academic years, ranging from 60% in the most recent academic year (2019-2020) to 80% in 2016-2017. In 2019-2020, 140 of the 233 faculty searches conducted resulted in the position being filled; 21 of the 29 audiology positions, 98 of the 167 speech-language pathology positions, 2 of the 5 hearing sciences positions, 10 of the 15 speech/ language sciences positions, and 9 of the 17 positions in no specific area of study. Note that data are not presented for the 2011-2012 academic year because the total number of positions filled exceeded that of the total number of faculty searches conducted.

Note: The data presented in the above graph have been revised to more accurately reflect the percent of faculty

searches filled. Previously published Trend Reports (2012-2013 to 2017-2018) used the total number of searches

conducted as the denominator. The total number of searches did not equate to the sum of the number of filled and

unfilled positions, the latter of which was typically greater than the total number of searches. Percentages have been

recalculated using the sum of the number of filled and unfilled positions as the denominator.


Survey. The number of institutions responding to the survey varies from year to year. Data reflect absolute numbers

as reported by programs and have not been extrapolated to 100% of existing programs. For more information on the

CSD Education Survey National Aggregate Data Tables, visit http://www.asha.org/ Academic/HES/CSD-Education-


172243 281 299 291 261 284 277 282

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2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

76 75 76 77 80 7765 60

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2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020




communication sciences and disorders education trend data

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